Abstract
Introduction. The fundamental difference between humanism and technocracy is the attitude toward a human: For a humanist, s/he is the goal, for a technocrat (of any professional affiliation), s/he is a means. For education, this became especially evident when it was labelled as a service sector. The technocratic projects of schooland society in the twentieth century turned out to be unsustainable. Humanistic projects have always remained the examples of ‘abstract humanism’ in history. Humanistic concepts of education are based on the self-actualization of a person, technocratic ones (the second half of the twentieth century) are based on Skinner’sideas that are still popular among practical people. The reason for their survivability is the simplicity and accessibility as well as the success of information technology that contributed to a new wave of technocracy. Humanistic concepts are not so obvious but they have no alternative.
 Materials and methods. Humanistically oriented teachers, theoretical modelling, surveys, the methods of Cattell, Rosenzweig, and Fidler, the descriptive statistics and discriminant analysis.
 Results. The situation is ambivalent. Humanists never shied away from advanced technologies and rational justification of their actions, while technocrats still do not always mask the anti-human nature of their position. Nevertheless, the problems of falsification and imitation of education noted by researchers as well as the charm of modern technologies are significant, and this veil hides (for many) the anti-humanity of technocracy. Our approach allows us to remain a humanist under the circumstances.
 Conclusion. Technology has always been and remains only a tool in the hands of people. The main thing is what kind of the world image exists in their minds, what they are ready to do to achieve their goals. Scientists offer a new humanistic project with the use of the twenty-first-century technologies. This work is a fragment of such a project. The authors would like to see the real action on turning education into a true priority area on the part of the country’s leadership.
 Keywords: humanism, technocracy, modern education, information technology
Highlights
The fundamental difference between humanism and technocracy is the attitude toward a human: For a humanist, s/he is the goal, for a technocrat, s/he is a means
We outlined the results of a comparative analysis of the literature on the problem of the coexistence of humanism and technocracy in society and education at the beginning of the twenty-first century, showed the initial contradiction and proposed an option that would facilitate its solution
The initial study problem, which was the contradiction between the objective demand for the pedagogical elite and the lack of technological means of detecting it, was solved: we have a tool for measuring the pedagogical potential
Summary
The fundamental difference between humanism and technocracy is the attitude toward a human: For a humanist, s/he is the goal, for a technocrat (of any professional affiliation), s/he is a means This became especially evident when it was labelled as a service sector. Humanistic concepts of education are based on the self-actualization of a person, technocratic ones (the second half of the twentieth century) are based on Skinner’s ideas that are still popular among practical people. The reason for their survivability is the simplicity and accessibility as well as the success of information technology that contributed to a new wave of technocracy. An educational sphere is at the forefront of this confrontation as it is known that the world is ruled by those in whose hands the school is
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